THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools1. The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships.
District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.
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